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Expectations for Students

Expectations for students is an umbrella term that links learning outcomes with annotated examples of student work in the subject specification. When teachers, students or parents looking at the online specification scroll through the learning outcomes, a link will sometimes be available to examples of work associated with a specific learning outcome or with a group of learning outcomes. The examples of student work will have been selected to illustrate expectations and will have been annotated by teachers. The examples will include work that is:

exceptional

above of expectations

in line with expectations.

The purpose of the examples of student work is to show the extent to which the learning outcomes are being realised in actual cases.

Learning outcomes
Learning outcomes are statements that describe what knowledge, understanding, skills and values students should be able to demonstrate having studied Applied Technology in junior cycle. The learning outcomes set out in the following tables apply to all students. As set out here they represent outcomes for students at the end of their three years of study. The specification stresses that the learning outcomes are for three years and therefore the learning outcomes focused on at a point in time will not have been ‘completed’ but will continue to support the students’ learning of Applied Technology up to the end of junior cycle.

The outcomes are numbered within each strand. The numbering is intended to support teacher
planning in the first instance and does not imply any hierarchy of importance across the outcomes themselves. Junior cycle Applied Technology is offered at a common level. The examples of student work linked to learning outcomes will offer commentary and insights that support differentiation and inclusive classroom practices.

Strand 1. Principles and practices

Students learn about

Students should be able to

1. Analysis and problem solving

1.1

develop a design solution drawing on experience and using evidence, reasoning, and decision making

1.2

analyse problems using a systematic approach

1.3

refine ideas through the use of prototyping

1.4

review planning decisions throughout

2. Design and innovation

1.5

consider the end-user experience at each stage of the design process

1.6

understand the role, impact and potential of existing and emerging technologies

1.7

apply innovative approaches in design solutions

3. Planning, managing, creating

1.8

develop a plan for the realisation of a solution

1.9

select appropriate materials, equipment and processes in solving a problem

1.10

execute a plan using appropriate tools, materials and processes

1.11

demonstrate adherence to recognised health and safety standards

4. Communicating

1.12

document progression from concept to realisation

1.13

communicate evidence of the iterative process of design

Strand 2: Energy and control

Students learn about

Students should be able to

1. Analysis and problem solving

2.1

investigate relationships between the inputs, transformations, and outputs occurring within simple control systems

2.2

evaluate ideas through the use of simulation

2. Design and innovation

2.3

recognise the principles of control systems when developing their solution

2.4

design a logical sequence of instructions to control a device or system